As countries develop policies for improving the quality of their education systems, the issue of equity remains a major challenge.  Put simply, how can systems continue to raise overall levels of achievement whilst reducing the gap between higher and lower performing groups?  What can be done to reach those groups of learners vulnerable to marginalization or exclusion?  How can schools take account of the changing cultural contexts in which they exist?  These questions are more apparent in some countries, where national policies have led to a widening of the attainment gap between the most and least advantaged (e.g. Ainscow et al, 2009; Giroux & Schmidt, 2004).

Set in the context of this international policy agenda, this symposium involves papers from a research network set up to explore what more can be done to foster equity within schools.  The network is informed by research that has shown how an engagement with evidence collected in a school can foster the development of inclusive ways of working (Ainscow et al, 2006) and, more specifically, that the views of students themselves can be a powerful catalyst for change (Ainscow & Kaplan, 2005; Messiou, 2006). 

With this in mind, the papers presented will analyse ways in which students can take an active role.  Each will present accounts of work carried out to explore the idea of students as researchers, investigating aspects of equity within their own school contexts.  These investigations are focused on the following overall questions:

• What perceptions do students have of their schools in relation to fairness?
• Do students feel fairly treated in the school?  Do some students feel overlooked?
• How might teachers and staff make use of the information collected by students?
• From students’ views, what changes should schools make in order that all students feel more valued?

Teams of students are provided with training and support in carrying out research within their schools, focusing on observations, interviews and various visual methods for collecting evidence, such as drawings and photo-voice.  They determine their own area of interest and, with support, decide on data collection and analysis methods.  Consequently, the methodologies used vary with context.

Each student research team produces an account of their findings for their schools, including suggestions for actions that need to be taken in order to strengthen equity.  Meanwhile, external researchers monitor process and outcomes, through observations, interviews and documentary analysis, in order to provide an evaluative account of these activities.  In this way, the intention is to develop a framework for action and practical guidelines that can be used by the research network to develop further work with young people in schools.  

The symposium is built on the assumption that different groups of learners will be vulnerable in particular contexts.  This being the case, the discussions of the papers will seek to use comparison as a strategy for deepening understandings of the barriers experienced by students and the ways in which their voices can be used to develop strategies for overcoming these barriers.